Published 2020 by Comparative Research Network, Berlin Booklet edited in the frame of the Erasmus+ Partnership LENT by Aytug Arslan, Vlad Grigoras, Rupert Hasterok and Martin Barthel. Partner institutions:
Comparative Research Network, Berlin, Germany, RLN, Oxford, United Kingdom, EDCC, Chania, Greece, ALOS, Valencia, Spain,
EPRALIMA, Arcos, Portugal, Mine Vaganti NGO, Sassari, Italy, İzmir Kâtip Çelebi Üniversitesi, Izmir, Turkey.
Contact Address Comparative Research Network e.V. www.crnonline.de central@comparative-research.net Belziger Str. 60
10823 Berlin, Germany
ISBN 978-3-946832-08-9 1st Edition
Last update: 13th of July 2020 This eBook was possible with the financial support from the Erasmus+ programme. The methodological resources and inspiration came from the LENT – Languages for European Niche Tourism (2017-1DE02-KA202-004128) Strategic Partnership for VET Education.
Website: http://www.lent-train.eu/
This project is funded by the Erasmus+ Program of the European Union. However, European Commission and the German National Agency cannot be held responsible for any use which may be made of the information contained therein. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The external links in the eBook are being provided as a convenience and for informational purposes only; they do not constitute an endorsement or an approval by the project partners of any of the products, services or opinions of the corporation or organization or individual. The project team bears no responsibility for the accuracy, legality, or content of the external site or for that of subsequent links. Contact the external site for answers to questions regarding its content. Images displayed in this booklet are the property of their respective photographers or creators. IMAGES MAY NOT BE REDISPLAYED ON WITHOUT PERMISSION OF THE PHOTOGRAPHER OR CREATOR. Contact the creator if you wish to obtain a reproduction of an image or if you wish to obtain permission to redisplay an image on another web site. For information on the creators please contact the project coordinator via the address above. Recipients are free to use all or parts of this document for personal use however are requested to inform the publisher. Recipients are requested to acknowledge More Than Words consortium and the author in any reference to the content of this document. In the event of any further queries please consult the authors.
INDEX INTRODUCTION ..................................................................................................................................6 The Project Idea ............................................................................................................ 7 The Project Rationale...................................................................................................... 9 Tourism as a key industry ............................................................................................... 9 Teaching Languages for European Niche Tourism ........................................................... 10 The role of VET Training ............................................................................................... 13 THE LENT APP ........................................................................................................... 16 How to install the app ................................................................................................... 17 Lent App Manual .......................................................................................................... 18 TRAINING CONCEPT ................................................................................................. 22 Recommendations – How to implement app-based training in VET? .................................. 23 Participants .................................................................................................................. 23 Activities & results ........................................................................................................ 23 Implementation Team................................................................................................... 24 TRAINING MODULES ................................................................................................ 26 Session Plan – Training Course: “App-Based Learning in Tourism” .................................... 27 IMPRESSIONS + RESULTS ....................................................................................... 40 Impressions from the training course ............................................................................. 41 Results – Individual Action Plans .................................................................................... 43 HANDOUTS + TEMPLATES ........................................................................................ 46 Translation Exercises Worksheet – (as used in session 3)................................................. 47 Worksheet Translation Exercise (as used in session 5) ..................................................... 49 Worksheet Secret Word Exercise (as used in session 7) ................................................... 50 Worksheet Group Challenge (as used in session 8 ) ......................................................... 51 Worksheet Puzzle 1 (as used in session 9) ...................................................................... 53 Puzzled tourist? ........................................................................................................ 53 Worksheet Puzzle 2 (as used in session 9) ...................................................................... 53 Puzzling questions? .................................................................................................. 53 Handout Sample Mission Briefing (as used in session 16) ................................................. 54 CITY SAFARI MISSION.................................................................................................. 54 Action Plan Template (as used in session 20) .................................................................. 55 Resumo ....................................................................................................................... 58 özet ............................................................................................................................ 60 sommario .................................................................................................................... 62 3
resumen ...................................................................................................................... 64 περίληψη ..................................................................................................................... 66 Zusammenfassung ....................................................................................................... 68 PARTNERSHIP .......................................................................................................... 71 The partner organisations ............................................................................................. 72 The Comparative Research Network............................................................................... 72 Alos Centro Europeo de Idiomas, S.L. ............................................................................ 72 Europe for Diversity Culture and Coexistence .................................................................. 73 ESCOLA PROFISSIONAL DO ALTO LIMA, C.I.P.R.L. ......................................................... 74 RLN (UK) Ltd ............................................................................................................... 74 “Mine Vaganti NGO" ..................................................................................................... 74
4
5
INTRODUCTION
6
The Project Idea “If I am selling to you, then I speak your language, aber wenn du mir etwas verkauft, dann musst du Deutsch sprechen”. Willy Brandt In the EU, selling to visitors who speak many diverse languages is vital, but challenging. Growing tourism in the EU is a key objective, it is the 3rd largest sector, employing 17 million people. The European Commission communication ‘Europe, the world’s No. 1 tourist destination — a new political framework for tourism in Europe’ (COM(2010) 352) was adopted in 2010. It demands a coordinated approach for initiatives linked to tourism and defined a new framework for action to increase the competitiveness of tourism and its capacity for sustainable growth. Missed business opportunities due to language skill shortages are magnified by the huge scale and growth of the tourism sector. This is particularly a problem for niche sector tourism companies. This project is innovative compared to standard tourism based language training, it aims to map the key language needs of 4 niche sectors. These subsectors will then support the building of a web and mobile based language application for the use of early stage language learning. This approach of being driven by the needs of the tourism sector by identifying common threads to put into the app is not only unique in that it covers multiple niches in the tourism industry but it allows the ‘core’ vocabulary to be used by other tourism subsectors.
The key results will be: 1 A mobile and web based learning application with audiovisual material will be developed through a unique collaboration which enables instantaneous and fully flexible translation between all 14 languages for both the core (everyday) and sector specific (specialist/niche) words and phrases. 2 The project will develop a partnership between the language experts, 4 niche tourism sector providers and the ICT provider to enable the most user friendly and flexible tool to be tailored to suit the needs of all users. The tool will allow twoway translation and learning of key words and phrases. 3 200 individuals as a minimum will test and validate the app, learners being drawn from the 4 target niche sector groups. 4 Total usage levels will be monitored we expect open access traffic to exceed at least 2000 users by project end and 4 additional niche sectors to have adopted its use. The project will support 14 languages, chosen on three criteria: - The Erasmus Plus Programme states most visited by non-residents for tourism are in order of visitor numbers: Spain, Italy, France, UK, Austria, Germany, Greece, Croatia, Portugal, Turkey. - The main non EU countries of origin for tourist visitors to the EU are USA, Russia, China, Japan and Brazil (44% of non EU tourists visiting the EU in total). Eurostat 9/2015. 7
- Significant growth in tourism is also occurring from India and Arab speaking countries e.g. Indian tourism to the EU grew 40% between 2009-12 and they have a large and fast growing middle class. The 4 niche sectors we will target to develop niche/specialist vocabulary are: 1) Cultural tourism: may include history, arts, architecture, museums, theatre, heritage, and indigenous peoples. The ‘Grand Tour of Europe’ is the most recognizable early example of cultural tourism. 2) City tourism: e.g. city sightseeing, city breaks, shopping, health resorts/spas, conferences/conventions/business tourism, sports requiring man made infrastructures such as arenas and stadia. 3) Rural tourism: e.g. most aspects of the following: walking, climbing, adventure holidays, canoeing, rafting, skiing,
hunting, angling, cycling, horse riding, mountain biking, farm holidays. 4) Sustainable tourism: this would include eco-tourism and large parts of the agritourism subsector. The 1000 words and phrases will be developed on the following basis. 400 words will be everyday or core words, the basic building blocks for speaking a language. (We will include a good proportion of everyday words and phrases that a tourist is likely to want to use or understand). 600 specialist words and phrases will be developed, spread across the 4 niche tourism areas described above. The vision of the project is to increase the use of foreign language in the tourism sector, giving even small businesses the chance to grow and benefit of incoming guests from outside the EU.
8
The Rationale
Project
By Aytuğ Arslan
Asia and the Pacific 25%
Tourism as a key industry The latest issue of World Tourism Barometer (Vol. 18: 1) from the World Tourism Organization shows that international tourism continued to grow in 2019. Though at a slower rate when compared with the last two years, (2017 +7%) and (2018 +6%), the 4% increase registered in 2019 can be interpreted as a positive sign for the future. Demand was slower mainly in advanced economies and particularly in Europe. Uncertainty about Brexit, geopolitical and trade tensions, the global economic slowdown, and the collapse of Thomas Cook and of several low-cost airlines weighed on growth. However, all regions enjoyed an increase in arrivals: the Middle East (+8%), Asia and the Pacific (+5%), Europe and Africa (both +4%) in line with the world average and lastly Americas (+2%). UNWTO estimates that destinations worldwide received around 1.5 billion arrivals in 2019, about 54 million more than in the previous year. Table 1. International Tourist Arrivals
Europe Asia and the Pacific America s Africa Middle East
Middle East 4% Africa International Tourist Arrivals 5% Americas Europe 15% 51%
2010
2017
2018
2019
487. 0 208. 2
676. 6 324. 1
716. 1 347. 7
742.3
Share 2019 (%) 50.8
363.6
24.9
150. 3 50.4 56.1
210. 7 63.0 57.7
215. 7 68.4 59.4
220.1
15.1
71.2 63.9
4.9 4.4
Europe
Asia and the Pacific
Source: World Tourism Organization (UNWTO), Provisional data.
Europe, the world’s largest tourism region, accounts for half of the world’s international arrivals, followed by Asia and the Pacific with 1 in 4 arrivals (China 60.7 million, Thailand 35.5 million, Japan 28.7 million, Hong Kong 27.9 million arrivals). Figure 1. International Tourist Arrivals, 2019 (% share), Source: World Tourism Organization (UNWTO)
Tourism is seen as one of the most significant export sectors for the countries. Its major positive economic impacts are the generation of foreign exchange, helping reduce unemployment and contribution to government revenues. There is no doubt that while tourism is an important component of export diversification, especially for advanced economies, the tourism income has been considered as the main source of finance to sustain the trade deficit for the emerging economies. According to World Trade Organization (WTO) tourism is the world’s third largest export category after chemicals and fuels, and ahead of automotive products and food and export earnings from international tourism are an important source of foreign revenues.
9
90
80 70 60 United Kingdom Thailand Germany Mexico Turkey Italy China U.S.A. Spain France
50 40 30 20 10 0 Million
France
Spain
U.S.A.
China
Italy
Turkey
Mexico
Germany
Thailand
United Kingdom
Figure 2. Top ten destinations by international tourist arrivals, 2018, Source: World Tourism Organization (UNWTO)
The top ten destinations receive 40% of worldwide arrivals. France continued to lead in international tourist arrivals in 2018. The top ten tourism earners account for almost 50% of total tourism receipts. Among the world’s top ten destinations in receipts, the United States of America (USA) remained the largest tourism earner in 2018. Export earnings generated by tourism grew to USD1.7 trillion, an increase of +4%, outpacing the world economy in 2018. “These results were driven by a favourable economic environment, a growing middle class in emerging economies, technological advances, new business models, increased air capacity, affordable travel costs and visa facilitation,” says Zurab Pololikashvili, secretary general of UNWTO. Table 2. International Tourist Receipts (2018)
Rank 1 2 3 4
Destination U.S.A. Spain France Thailand
USD billion 214 74 67 63
5 6 7 8 9 10
United Kingdom Italy Australia Germany Japan China
52 49 45 43 41 40
Source: World Tourism Organization (UNWTO)
China maintains its leading role in the global tourism market with outbound tourists spending $277 billion in 2018, accounting for one-fifth of the world's total spending on tourism, followed by the United States ($144 billion), Germany ($94 billion), United Kingdom ($76 billion), France ($48 billion), Australia ($37 billion), Russian Federation ($35 billion), Canada ($33 billion), Korea ROK ($32 billion), Italy ($30 billion).
Teaching Languages European Niche Tourism
for
UNWTO Secretary-General Mr. Zurab Pololikashvili who took office in January 2018 mentioned that “with this growth comes greater responsibility for translating it into better jobs and better 10
lives, we need to continue investing in innovation, digital transformation and education so that we can harness the many benefits tourism can …». Education mentioned above should include teaching foreign language as well as the vocational knowledge because it is very likely that the tourists’ languages differ from the language of the host country. Language barrier is a critical obstacle to intention to travel, communication between tourists and small and medium-sized tourism enterprises (SMEs), and tourist satisfaction during the stay in a destination. Therefore, overcoming language barriers is a necessity for the tourism industry. The European Centre for the Development of Vocational Training (CEDEFOP) identifies large gaps in language skills. Language is the second biggest skill shortage in tourism. A trend from mass to niche tourism also requires specialised language skills from providers because niche tourism providers tend to be small, expert, but not often expert linguists. One of the most efficient way to resolve this problem is learning the language of the tourist. However, classroom based teaching methods do not suit many employees’ learning needs. Language institutions do not cater well for rural based SMEs. Standard tourism language training does not offer niche sector vocabularies. While at the same time, tourism business in the EU want to enhance their language capability, employees/individuals want to grow their language capability, and VETs want to use online apps/tools in teaching. Motivated by this problem, under the coordinatorship of Comparative Research Network e.V. (CRN), the project was given a start with the
partners with particular skills. The partners are The Comparative Research Network (CRN), Europe for Diversity Culture and Coexistence (EDCC), RLN (UK) Ltd., Alos Centro Europeo de Idiomas, S.L., İzmir Katip Çelebi University (IKCU), Epralima Vocational Training School, and Mine Vaganti NGO (MVNGO). The main aims of LENT is to increase the use of foreign language in the tourism sector, to give even small businesses the chance to grow and benefit of incoming guests from outside the EU and to integrate the app into professional language training. But while doing this, because of tourism is very large market, target group was determined as niche tourism beneficiaries. Niche tourism refers to how a specific tourism product can be tailored to meet the needs of a particular audience/market segment. As a growing segment of the industry, niche tourism has recently begun to gain importance in the modern tourism sector. The overall aim is to support niche tourism sectors to undertake early stage language learning and improve their ability to speak to their customers, improve the customer satisfaction. Even if niche markets are smaller than mainstream markets, niche tourists tend to spend more. Niche tourism also has more potential for growth and creates quality jobs that require specialized skills, rather than the low- or semi-skilled jobs associated with mass tourism. Niche tourism is often promoted by national tourism strategies because it is also seen as a more sustainable way of developing tourism. LENT aims to map the key language needs of 4 niche sectors. These subsectors support the building of a web and mobile based language application in 14 languages. The app is planned to 11
have 1000 words and phrases totally 400 daily or core words, 600 specialist words and phrases- in both written and audio format which are translated into 14 languages in original writing plus Latin. Languages were chosen on three criteria: a) The most visited countries: Spain, Italy, France, UK, Austria, Germany, Greece, Croatia, Portugal, and Turkey. b) Visitors to the EU from the main nonEU countries are USA, Russia, China, Japan and Brazil (44% of non EU tourists visiting the EU in total). c) Significant growth in tourist flow to the EU is also occurring from India and Arab speaking countries.
At the kick-off meeting of LENT on the 26th – 27th of January, 2018, four niche sectors were determined by the project partners. The niche sectors that the partnership chose are: historic tourism, outdoor tourism, event tourism and culinary tourism. In the following months, the transnational meetings were held in Valencia (Spain), Crete (Greece), İzmir (Turkey), Sardinia (Italy), and Arcos De Valdevez (Portugal) in order to create vocabulary data for the groups (Table 3), to control the translation process and to discuss on the development of the app design and its features.
The following 14 languages are therefore be of most use to tourism SMEs in Europe: Spanish, Italian, French, English, German, Greek, Croatian, Portuguese, Turkish, Russian, Mandarin, Japanese, Hindi, and Arabic (Pic. 1.)
Pic. 1. Kick-off meeting of LENT in Berlin on the 26th – 27th of January, 2018 Table 3. The Number of the Words by Groups
Groups
Pic. 1. The visual appearance of the language menu on website (https://translate.lent-train.eu/)
The establishments/enterprises in niche tourism working outside of the mass tourism employ generally local staff and this form of tourism appeals to people of certain ages (grey tourism), religions (religious tourism), ethical/ environmental (eco-tourism), interests (outdoor, adventure, gastronomy, agri-tourism, avitourism).
Core Rural and Outdoor Tourism Culinary tourism Event Tourism Historical Tourism TOTAL
Words & Phrases 415 175 87 124 264 1065
Each group has different categories. Europe's unique heritage -including 12
museums, theatres, archaeological sites and historical cities- makes it a key historical tourism destination. While rural tourism brings economic development to rural areas by creating additional income and employment, outdoor tourism offers plenty of adventure and recreation activities, including horse riding, skiing, hiking, canoeing, fishing, and hunting. Gastronomy (Culinary tourism) is considered as a main motivation for travellers choosing their destinations. Wine is today playing an increasingly significant role in culinary tourism. Event tourism covers attendance at traditional or contemporary celebrations of culture, which can include music, festivals, and sports. Table 4. The Categories under Groups
Groups
Core
Rural and Outdoor Tourism Culinary tourism Event Tourism Historical Tourism
Categories Greetings, Introductions, Basic phrases, Meeting people, Telling time, Numbers, Bank and Money, Health, Emergencies, Places in town, Accommodation, Directions, At the airport, Transport, Documents, Shopping, At a restaurant, Making a complaint, Farm holidays, Hiking, Watersports, Fishing and Hunting, Skiing, Cycling Fine dining, Wine, Beer and Spirits, Music, Festivals, Sports, Museums and Galleries, Architecture, Archaeology, Tradition and religion, Commemoration and remembrance, Folklore,
Although LENT primarily aims at removing the obstacles, eliminating the barriers between the employees working at niche tourism market and tourists by helping them in expressing what they want to say to each other in many cases, but also indirectly serves as supportive teaching materials. The project of LENT contributes to the learning process. The integration of LENT app into tourism training is another aim of the project. For many learners studying English as a foreign language, vocabulary learning is considered as boring, but LENT engages learners more in the learning process. Furthermore, the neglect over pronunciation skills is obviously a great contribution to the lack of competency in the English language among the learners. Pronunciation, on the other hand, is seen as just a small and insignificant component. However, pronunciation is no less important that the grammar and vocabulary. LENT application allows students to hear pronunciations.
The role of VET Training The training activity which took place between 20th-24th of January, 2020 in Berlin targeted teachers and trainers active in the vocational fields. The educational partners sent each 3 experienced educators, who were trained to use the language application. After the presentation of the LENT project and the app in terms of its structure and various features (favourites, download, quiz etc.) and responding to their technical questions about the app, the participants explored the App during the training days with exercises, group works, role plays and mini lessons. The participants tested the App in real-life 13
situations by performing different tasks outside.
They used it to practice communication with the help of the App at different location, attractions such as museums, touristic locations, bus stations, train stations, shops, etc. Feedback and recommendations on how to use the App for teaching were given by educators at the end of the training as well as their evaluations and pedagogical and methodological suggestions to integrate it into a curriculum.
14
15
THE LENT APP
16
How to install the app Click on the icon to download the app.
Android – there are two options for Android users, either you can go to the Play store and type in LENTlanguages for Tourism and you will see the LENT icon which can then be downloaded as an app OR you can use the web app and if you type in the LENT web address https://translate.lent-train.eu/ in the internet search box and you will be able to download it. If you are on Android the first time you do this it will offer you the chance to ‘add to home screen’ if you accept it will add the logo like an app. If you add the web app and then delete it you have to manually select it from the options on the second time.
Use the webtool from any browser at:
https://translate.lenttrain.eu/
Apple - if you type in the LENT web address https://translate.lent-train.eu/ in the internet search box and you will be able to download it. If you are an Apple user you have to select this option from the drop down menu and click on ‘add to home screen’. If you add the web app and then delete it you have to manually select it from the options on the second time.
17
Lent App Manual
18
19
20
21
TRAINING CONCEPT
22
Recommendations – How to implement app-based training in VET? By Vlad Grigoras
Participants The groups of participants coming from Turkey, Italy, Germany, Greece, Portugal and Spain was representative for the VET education, showing an in-depth interest for gaining and developing new abilities. Moreover their interest for making use of the LENT app, proved to be helpful in gathering ideas for using it in teaching, and in other sort of activities that are amount to language learning (eg: outdoor activities with students, study visits, etc.). However, the fact that participants were proactively accessing the app and its various features, brought up elements that could be improved. Group dynamic looked positive, and the participants worked in international groups, different age and gender groups. The blend in the groups proved to be an effective tool for creating a good environment for learning and exchange of ideas, best practices and furthermore to have fun inside and outside the activities. The personal impression that I have is that participants will be staying in touch.
Activities & results Non formal learning activities, adapted and blended with technology (Lent App) and use of various materials, gave all the participants the possibility to acquire and integrate learning points. We had:
(a) Puzzles, word games. Activities where competition was the core of the activities, which made the participants work in teams, contribute and put their abilities at work. This concluded the aspect that competition is a valid approach for all ages, as long as it is well moderated and “healthy”. In our situation, it has been beneficial for team building and actively using the app and its features
(b) Debates and discussions - “World Café. During afternoon session in day 2, gave the opportunity of all participants to express their ideas, concerns, pros, cons, experience, for sketching a map of how to use LENT app in language learning. The fact that everyone wanted to share perspectives and experience, was a big plus, even if at points the facilitators had to intervene to encourage inclusive communication at the tables. All the table leaders, who collected all the discussed materials for each topic, moderated well with asking questions and taking notes on flipcharts. The topics tackled at the 4 tables were: • • • •
ICT in Classroom, Gamification, Educational System, Time Limits.
Those were topics that the participants decided to choose based on the relevancy for the Training Activity and for themselves. Encouraging and giving participants responsibility for choosing their learning course, made this session successful, and facilitators to understand once again, the importance of this. (c) Mini-lessons. Curiosity, exchange, learning, have been at the core of this 23
group who took each opportunity, and activity, as a chance to share their knowledge and know how of languages, teaching in classroom, creativity in using the app. The mini-lessons ticked all the above points, and the five groups of participants acknowledged their ability to teach each other, in various methods pronunciation, conversation and specific vocabulary through the app. Their conclusions and remarks on what they initially thought “the app would not be so effective in teaching”, got to 180 degree change to actually see how “we can structure activities for students in language classroom”. This output is a great achievement in the training room.
Implementation Team
(d) Role-play. Divided in 4 groups, participants had the opportunity to organise a simulation of how the app can be used in real life, which they put in a short scene that they played for the others. The groups were of course limited by time to create a 3-5 minutes scene, and they made it funny, interesting and relevant for this. Indeed some of the groups had trouble in the planning stage, where they did not fully agree or understood how to present it. Even so, they had the inspiration to improvise, and make everyone laugh.
Communication was very good in the team starting from the preparatory stage of the activities and towards the end.
The professionalism of the team, during the activity in Berlin has proven to be an excellent way to create a prolific learning environment. The fact that the facilitators had the opportunity to focus only on the learning stage and the participants, was very helpful. Logistic matters in the activity room, and outside, have been properly set-up, again having a positive impact on the participants, their experience and learning.
A point to be underlined from the facilitator’s view is that people, as a rule, are most of the times performing at their best under an extent of pressure, and a supportable degree of stress, that might be the result of internal feelings of nervousness, frustration, pressure, or even being in the situation to step outside the comfort zone. The conclusions of the participants regarding the activity and the LENT app, have been more positive than expected. 24
25
TRAINING MODULES
26
Session Plan – Training Course: “App-Based Learning in Tourism” Name of Session
step by step session
guide to the
Learning Goals
Materials
DAY 1 Opening Address
1
1. Divide the participants into Speed-dating is Flipchart Paper groups. Have each group sit at efficient way for a Organisational and Felt-pens a table. group of people to practical aspects of the coloured rapidly interact with training 2. Provide a sheet of paper and each other. The pencils for each group. informal nature of the TYPE OF ACTIVITY: Getting 2. Ask the participants to draw speed-dating to know each other. helps a triangle, square, pentagon on environment the the paper according to the size remove NAME OF ACTIVITY: of the group (triangular=3 professional barriers. Triangular Speed Dating. persons, square=4 persons, This gives them the opportunity to bond pentagon=5 persons). on a more personal DESCRIPTION: Participants 3. Ask each person to write level. form five groups of three his/her name on one of the persons who don’t know corners. each other. They are 4. Have them place something You’re in charge of handed a sheet of paper about them in his/her corner (a keeping track of time. with a triangle, each corner word that describes them or Give them at least 10 bearing the name of one of their favourite hobby or minutes. Visit the the group members. They favourite movie etc. Activities tables during the then try to find favourite shared by all three are written activity in order to activities they share. You inside the triangle; those supervise. Then ask can also use speed dating shared by two along the line each group to present with other topics which are linking their names. Those their outputs. directly linked to the goal which are not shared outside of your meeting. the corner.
TYPE OF Introduction 2
ACTIVITY: 1. Ask the participants open web page of the application or download the application from google store. NAME OF ACTIVITY: Presentation of the App. 2. Using the web page or application, explain the DESCRIPTION: Aim of the
1. The participants will The banner of get to know the LENT contribution of the app Free Wi-Fi to overcome the obstacle in tourism communication and improve foreign language learning 27
Name of Session
step by step session
guide to the
Learning Goals
Materials
App, its structure and its rationale behind developing process with the basic various features this app. and special words and (favourites, quiz etc.). phrases related to Motivations: niche tourism sectors. 1) tourism business in the EU 2. The users will have wanting to enhance their information on how to language capability use the app. First the 2) employees/individuals general process of how the wanting to grow language technically selection of the capability languages for 3) VETs (vocational education translation is done is and training) wanting to use explained. Later, the online apps/tools in teaching selection of the groups and the categories is Aims: demonstrated in 1. To increase the use of foreign practice. The features language in the tourism sector of the application quiz, 2. To give even small (favourites, businesses the chance to grow listening, and benefit of incoming guests automatically created sentences etc.) is from outside the EU. displayed. 3. To integrate the app into professional language training. 3. Lastly, the teachers should emphasize that although this app primarily aims at removing the obstacles, eliminating the barriers between the employees working at niche tourism market and tourists by helping them in expressing what they want to say to each other in many cases, airport, restaurants, but also it indirectly serves as supportive teaching materials for language learning. 28
Name of Session
step by step session
guide to the
Learning Goals
Materials
Participants are then given time to explore the app either on their own or in small groups. Feedback and responding to technical questions. TYPE OF Exercises
3
ACTIVITY: 1. Prepare a table containing a list of 5 words from their mother-tongue and give it to I each participant. It would be NAME OF ACTIVITY: Finding useful to hand out the same words in the app. exercises for two participants. But pay attention not to hand DESCRIPTION: Finding the out them to the participants translations of 5 words sitting together. from different categories. 2. They will try to find those words in the app and write their groups, categories, and translations to the target language in the boxes.
This exercise will help Working sheets the participants to Pens - blue familiarize themselves especially with the groups, categories of the niche sectors.
Students do the exercise on their own before comparing answers in pairs. Then students can check their answers with their friends.
3. Give a time limit and see how many words are written within this time frame. TYPE OF Exercises II
4
ACTIVITY: 1. Ask students to surf the app and find 5 unknown words from different groups and categories. NAME OF ACTIVITY: Adding 5 unknown words in the 2. Ask them to add the words to chosen target language to their favourites. the favourites. 3. They will share their words with others by telling its DESCRIPTION: Identifying equivalent in other language. five previously unknown words in target language.
For many learners A4 Paper (notevocabulary learning is taking, etc) considered as boring, Pens - blue as they have to memorize unfamiliar words. Learners find it hard to engage in such learning of vocabulary activities. LENT can be used in order to alleviate the problem and engage learners more in the vocabulary learning process.
29
Name of Session
step by step session
guide to the
Learning Goals
Materials
TYPE OF Exercises III
5
ACTIVITY: 1. Prepare working sheet This activity will Working sheet including 5 words and blanks encourage the Pens - blue for 5 different languages. participants to use the app for many NAME OF ACTIVITY: Writing 2 The participants will write the unfamiliar languages. equivalents of words in 5 translations of 5 words from Tourists are expected languages. their language into 5 target to use the app in languages. different countries. As for niche sector DESCRIPTION: Participants tourism employee, will be given 5 English they will learn the words, identify their translations of the equivalents in five target specific word they use languages of their choice. often in different languages.
Check answers by asking for volunteers to write the correct answers on the board.
Name of Session
step by step guide to the Learning Goals session
Materials
Day 2
6
TYPE OF ACTIVITY: Learning 1. Help the learners to The aim of this activity vocabulary. find test section in the is to show how the app. learners can self-check the progress they made 2. Ask them test in vocabulary learning. NAME OF ACTIVITY: Test themselves in foreign Point out to students yourself! language they choose. that they should use this useful feature. DESCRIPTION: Participants will explore the test section on the menu.
Ask students to give feedback about their performances.
30
Name of Session
step by step guide to the Learning Goals session
TYPE OF ACTIVITY: Introducing a) 1. Create a fill in the teaching materials. blank paragraph related to the categories of a niche sector. NAME OF ACTIVITY: 2. Ask students to fill in a) Fill in the blanks blanks in the paragraph b) Match the words with the by using the words from that category. equivalents.
7
DESCRIPTION: Participants b) 1. In this exercise the need to find the phrase on the participants have to application, match each word with their equivalent in other language.
Materials
1. The aim of this Working sheet activity is to introduce Pens - blue some teaching materials which may be used in teaching. 2. Teaching materials will help the learners to explore categories and sub-categories to find the right answers. 3. The other aim of this activity is to show that the teachers may develop their own teaching materials by using this app such as word order exercises.
Check answers by asking for volunteers to read the completed paragraph.
TYPE OF ACTIVITY: Game. NAME OF ACTIVITY: a) Finding the Secret Word b) Word Search Puzzle c) Mixed Letters 8 DESCRIPTION: Participants receive a sheet with activities, that they had to work on in teams, competing with the others.
a) 1. The participants will translate the words from one language to another and follow the instructions for each translation such as ‘write the second letter in the box’ in order to find the secret word.
The aim of this activity is to show that how gamification can be used in teaching. Word learning can be reinforced through interactive games.
The teachers should b) The first participant to check the answers. write the secret word on Flipchart paper correctly wins the game.
Working sheet Flipchart Paper Flipchart markers - 4 blue/black/gree n/red Felt-pens coloured
-
b) 1. The participants will find English words and 31
Name of Session
step by step guide to the Learning Goals session
Materials
phrases hidden in the puzzles.
c) 1. Participants in groups will try to identify the vocabulary written in mixed letters. TYPE OF ACTIVITY: World cafe.
The aim is to achieve collaborative dialogues by setting up open and creative conversations in a casual cafÊ atmosphere. By connecting teachers’ knowledge, new comprehension can be generated, leading to common ground and collective knowledge about teaching methods.
Flipchart Paper
ACTIVITY: Participants go back to The aim of this activity their first table. is enable the participants to hear Give groups time to make ideas about different NAME OF ACTIVITY: Use of App preparation and choose a topics related to the in teaching. spokesperson to present education.
Flipchart Paper
NAME OF ACTIVITY: Use of the App in teaching. DESCRIPTION: In the following two sessions the world cafe method will be used with teachers.
9
Five tables are set up and each table focuses on a single teaching field. Participants at a table collect ideas how to use the App for teaching and note them on a flipchart. After 10 minutes one participant stays at the table while the other participants move to another table, are then being presented the results by the remaining person and engage in further discussion of the subject.
Flipchart markers - 4 blue/black/gree n/red Felt-pens coloured
-
Each table has a moderator that collects and synthesizes the information discussed during the 3 rounds of world cafe.
TYPE OF Presentation. 10
Flipchart Paper Holder Flipchart markers - 4 32
step by step guide to the Learning Goals session
Name of Session
DESCRIPTION: outcomes.
Name of Session
Sharing
the results in a plenary the session.
step by step guide to the Learning Goals session
Materials blue/black/gree n/red
Materials
Day 3
11
TYPE OF ACTIVITY: Participants form Minilesson I groups of three with one person being proficient . in the target language NAME OF ACTIVITY: and the two others not. Teaching The proficient person pronunciation. will then organise a minilesson (10 or 15 minutes) around DESCRIPTION: pronunciation for the Improving pronunciation or two other persons while experiencing for the using the App. In a session first time the plenary participants will discuss pronunciation of their experience and unfamiliarised languages by using suggest possible ways of using the App for recorded pronunciations in the teaching pronunciation. app.
The neglect over pronunciation skills is obviously a great contribution to the lack of competency in the language among the learners. Pronunciation, on the other hand, is seen as just a small and insignificant component. However, pronunciation is no less important that the grammar and vocabulary. This activity will help learners speak the word correctly.
Participants will work in groups of 3 and in turns, each teach the others in their native language, using the app, pronunciation.
12
TYPE OF ACTIVITY: Participants reform the Minilesson II. earlier groups and select a situation from the category Basic NAME OF ACTIVITY: vocabulary. They
Role plays are a popular A4 Paper (note-taking, teaching technique for etc) English language Pens - blue speaking classes. Role plays are used to allow 33
step by step guide to the Learning Goals session
Name of Session Teaching conversations.
basic
DESCRIPTION: The students can practice the conversations, perform role plays and/or write their own dialogues.
prepare for a simple conversation (e.g. at the airport) and then enact it with the proficient person playing the role of a native speaker. They then discuss their experience.
Materials
students to practice speaking in a conversational situation and put learning into action.
Participants work in groups of 3 and in turns, each teaches the others in their native language, using the app, conversations.
TYPE OF ACTIVITY: Participants work in Minilesson III groups of 3 and in turns, each taught the others . in their native language, NAME OF ACTIVITY: using the app, special Teaching special categories. categories. 13
14
DESCRIPTION: Participants in the groups of three prepare a short lesson intended to teach the specialist vocabulary.
In the field of pedagogy, learning by teaching is a method of teaching in which students are made to learn material and prepare lessons to teach it to the other students. Students are encouraged to experiment to find ways to teach the material to the others.
TYPE OF ACTIVITY: Ask the participants to This session enables Plenary session. give feedback on their teachers to evaluate if lesson experiences. the objectives had been met and have an exchange of ideas. NAME OF ACTIVITY: Presentation of the The plenum then minilessons. discuss the teaching methods and make
A4 Paper (note-taking, etc) Pens - blue Flipchart Paper Flipchart markers - 4 blue/black/green/red 34
Name of Session
DESCRIPTION: The participants present the lesson of their group to the plenum.
step by step guide to the Learning Goals session suggestions how it could be improved.
TYPE OF ACTIVITY: The Divide the participants Use of the App in daily into the groups. Ask the life participants create scenarios which they then enact in front of the NAME OF ACTIVITY: others. Creating role plays. 15 DESCRIPTION: Participants in groups of three prepare the use of the App in a reallife situation,
Materials
The goals of a role A4 Paper (note-taking, playing scenario are to etc) expose students to Pens - blue different viewpoints or ways of thinking about a situation, expand their ability to resolve situations, and provide experience within a given context. They are useful for helping students to practice English skills and are an excellent way to build students’ confidence in their ability to function in real situations.
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Name of Session
step by step guide to the session
Learning Goals
Materials
Day 4 TYPE OF ACTIVITY: Depending on your city there are Preparing the outdoor likely several options: think activity contemporary art, war, natural history, maritime, shops or restaurants. NAME OF ACTIVITY: Organising the day. 16
17
DESCRIPTION: Participants form groups. They select outdoor activities and perform them
Outdoor activities Mission help students briefing, participate actively in camera their own learning and live an element of local culture.
Each group defines a division of roles - video maker, observer, and reporter etc. for the outdoor activities. They make communication practice with the help of the App at the museums, touristic locations, bus stations, train stations, shops, etc.
TYPE OF ACTIVITY: Field The meeting space will be available work. for this part of the task. From the meeting point, the groups will start their walking tours in the city centre NAME OF ACTIVITY: and carry out their tasks. Examples: Practicing real-life they will record their experiences of situations I communication with the locals by collecting photos, materials, . stories, notes. DESCRIPTION: Participants leave for the city and try to use the App for communicating in foreign language.
This activity improves attitudes towards learning, encourages informal learning, makes learning more engaging and stimulate motivation for learning.
Uploading results on a Facebook group or present them in the classroom.
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Name of Session
step by step guide to the session Learning Goals
Materials
Day 5
18
19
20
TYPE OF ACTIVITY: Plenary Knowing how to summarize session. something you have seen is a valuable skill. Ask the groups of the participants to discuss NAME OF ACTIVITY: among themselves on their Presentation of the field previous day experience. work. They should give a short speech about it. DESCRIPTION: Each group shortly (10 minutes) presents their previous day.
Fieldwork is designed to provide the student with an opportunity for a practical, “real world” experience for the purpose of using the App without hesitation. This activity gives opportunity to trainers to hear the participants’ views before long.
TYPE OF Presentation.
ACTIVITY: Feedback needs to take various forms (i.e. written and verbal). Ask the participants write down their feedback and NAME OF ACTIVITY: recommendations. Feedback and recommendations They will summarise the findings. Ask the participant to . prepare a presentation about DESCRIPTION: Participants their experiences and results discuss their field from activities. They will use experience and its personal documents produced relevance for teaching within the group, videos, methods. photos, self-analysis etc.
Feedback plays important to role in order to alter the gap between performance and the ideal. It aims to learn what exactly the app needs to improve. Also, feedback helps the participants assess their mastery of the app.
TYPE OF ACTIVITY: Group Ask the participants write up a work. short action plan (a two-page summary with recommendations on how to NAME OF ACTIVITY: Future use the App for teaching and action plans. other activities, such as workshops, with a deadline of
Action plan is part of an integrated strategy that seeks to nurture research and innovation potential. But action plans can be used by individuals to prepare a strategy to
A4 Paper (notetaking, etc) Pens - blue Projector
Giving presentations is an important part of sharing work. Field research involves a range of experiences which should be made public in order to evaluate the strengths and weaknesses of the app.
A4 Paper (notetaking, etc) Pens - blue
37
Name of Session
step by step guide to the session Learning Goals
Materials
two weeks). They are expected achieve their own Action Plan DESCRIPTION: Participants to use the App with their own personal goals as well. Template will be informed about the participants for at least 1 hour. remaining tasks.
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39
IMPRESSIONS + RESULTS
40
Impressions from the training course
Introduction to the training, setting up small groups.
Discussion and review of the app during the training.
Using the LENT App as an integral part of the learning experience.
Role play in order to simulate real life situations.
Visualising experiences.
Presenting the experiences during the practice day.
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The group of trainers after successful completing the course.
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Results – Individual Action Plans Action: Using the Lent App in a local historical museum. Goal: Raise the language skills of the co-workers and communicate with the guests. Duration: 1 year Steps: 1. Introducing and teaching the app to the staff. 2. Use the app in other village museums in the region.
Action: Using the Lent App for teachers visiting my school. Goal: Solving communication problems and promote local culture. Duration: 1 morning – 4 hours Steps: 1. Introducing and teaching the app to the learner. 2. Use the app to perform a city safari in my town. 3. Reflecting on the learning
Action: Using the Lent App for language teaching. Goal: integrate the app into English lessons. Duration: n/a Steps: 1. create funny exercises around the app. 2. Use the app to exchange a few words with foreigners/tourists. 3. Teach students quickly a few words, in order to motivate them to learn.
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Action: Teaching to learn LENT APP. Goal: integrating technology into VET teaching. Duration: n/a Steps: 1. Integrating the app into Spanish classes for foreigners. 2. Using the app for pronunciation and vocabulary practice. 3. Using the app for actual exercises with interactions in real life situations. Action: Using the Lent App for language teaching. Goal: increase the language skills of staff at international companies. Duration: 2 months Steps: 1. Introducing the app to staff, working in international context. 2. Manager will support me to implement and use the app.
Action: Using the Lent App for Hotel staff. Goal: Increase the language training of tourism staff. Duration: constantly Steps: 1. Apply new language learning methods. 2. Giving lessons, based on the experience of the staff and their real-life interaction with international clients.
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HANDOUTS + TEMPLATES
46
Translation Exercises Worksheet – (as used in session 3) 1. Please find the words below in the app and write their groups, categories, and translations in your mother-tongue in the boxes. Group
Category
Translation
Group
Category
Translation
Group
Category
Translation
Group
Category
Translation
Group
Category
Translation
Group
Category
Translation
Procession Bunker Good-luck charm Harvest Remains
Walking trail Vintage year Headline act Rucksack Siege
Rough sea Line Cable car Downhill Saddle
Away team Draught beer Ticket touts Courtyard Wind instrument
Bonfire Yeast Kick-off String instrument Brick Temple Excavation 47
Invasion Nomads Rest area Group
Category
Translation
Group
Category
Translation
Group
Category
Translation
Group
Category
Translation
Venue Figurine Manuscript Stall Cereal crops
Peace treaty Ascent Support act Parade Rifle
Ally Puppet Relic Rankings Oak barrel
Defeat Necropolis Archery Goddess Vineyard
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Worksheet Translation Exercise (as used in session 5) 2. Please Write English translations of the words given below. Spanish sabor delicado verduras huerto frutal asentamiento tejado Portuguese equipamento de esqui chalé prato principal bastidores balada French observation d’oiseaux récolte vin chaud aux épices louer un vélo manoir Greek σημεία με θέα ημερήσιο πάσο θρησκευτικό φεστιβάλ αντίγραφο ανασκαφή Italian falò sciarpa planimetria racconto popolare vela Turkish medeniyet ağrı kesici şişe bira buluşma noktası güreş German dudelsack marionette sammlung höhlenkunst sprichwort
Translation
Translation
Translation
Translation
Translation
Translation
Translation
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Worksheet Secret Word Exercise (as used in session 7) Group Competition Activity 3. Please translate the words given below and follow the instructions to reveal the secret code. from .. to ..
Words
Translation
Instructions
Secret Word
1
Spanish > Hindi
mercado
baajaar
Write the first letter
B
2
Portuguese > Croatian
lanterna
baterija
Write the fifth letter
R
3
Turkish > Russian
canlı müzik
zhivaya muzyka
Write the fifth letter
A
4
Greek > English
ανασκαφή
excavation
Write the fifth letter
V
5
English > Japanese
farmer
nooka
Write the second letter
O
Translation
Instructions
1
Spanish > Hindi
mercado
The first letter
2
Portuguese > Croatian
lanterna
The fifth letter
3
Turkish > Russian
canlı müzik
The fifth letter
4
Greek > English
ανασκαφή
The fifth letter
5
English > Japanese
farmer
The second letter
Translation
Instructions
1
Spanish > Hindi
mercado
The first letter
2
Portuguese > Croatian
lanterna
The fifth letter
3
Turkish > Russian
canlı müzik
The fifth letter
4
Greek > English
ανασκαφή
The fifth letter
5
English > Japanese
farmer
The second letter
Translation
Instructions
1
Spanish > Hindi
mercado
The first letter
2
Portuguese > Croatian
lanterna
The fifth letter
3
Turkish > Russian
canlı müzik
The fifth letter
4
Greek > English
ανασκαφή
The fifth letter
5
English > Japanese
farmer
The second letter
Secret Word
Secret Word
Secret Word
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Worksheet Group Challenge (as used in session 8 ) 1. What are the similar expressions in another target language? And as you find those, pronounce in the listed language. If you know the language, give some clues to the others without translating it. Zu welchem Zweck diente dieses Gebäude? Sie können Bauten dieses Architekten in der Stadt finden. Tražim urbani festival Kamp ateşine izin verilmemektedir Questo è il nostro più popolare Tražim glazbeni festival ¿Cuánto tiempo ha madurado este vino? Ποια είναι η πιο ενδιαφέρουσα αρχαιολογική ανακάλυψη εδώ; / Poia eínai i pio endiaférousa archaiologikí anakálypsi edó? ¿Qué bebida me recomienda para acompañar este plato? Yürüyüşler zorluk derecesine göre renkle kodlanmıştır ¿Es seguro caminar de noche por aquí? Πρέπει να φοράτε τα κατάλληλα ρούχα για να μπείτε / Prépei na foráte ta katállila roúcha gia na beíte Posso presentari mio.. Bu lokanta Michelin yıldızına sahip Turda hangi şaraphaneler ziyaret edilecek? Πού αγοράζω εισιτήρια; / Poú agorázo eisitíria? Agricoltura biologica
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2. NOW…find the right sentence/question. Identify the question/sentence in at least 4 languages that you don’t know: - You want money in a particular form…what are you asked? - You want to meet someone again…what do you say? - You want to stay in touch with a person..what do you need from them? - You want to know the exact location of some place, to reach it - You need to show a document for entering Singapore – what is it? - You hear a choir, you enter the church…you want to join..what do you ask? - Things/objects that protect you..what are they called? - You want to know something that people strongly believe about a gesture/day/event/dream/seeing something/hearing something..what do you ask to find out about “this something”? - You want to know how fast a drink gets you drunk….what do you ask?
MATCH DEFINITIONS A. Tebrikler; Resepsiyon; Satranç B. fábula ; postre ; detrás C. Canottaggio; Soffito; Ceramica D.3 καλλιτέχνης / κallitéchnis; τοιχογραφία / toichografía; υποβρύχιο / ypovrýchio E. estatueta; mercadoria; amendoim F. Blumen; geschützt ; Trauben
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Worksheet Puzzle 1 (as used in session 9)
Puzzled tourist? E U H E F D K O X O R N G L R H Z Y T V J L C V I
O J T G T Z W J A M J M E O E S T C B X H M I Z Q
R C V Z X P R I P A C B T H S L J S U Y N F A E I
S O M A V I T L U C I G T V Q T O N P L G I I T E
M M G A D F A A Y N I R Q Q D O A E I W I E F Q A
L W H N K W S U T T T J W A I V W R M Q J M J L V
ARBITRO AUSSEN CULTIVAMOS GOSTARIA KALORIEN KARTEN KOPFSCHMERZEN LLAVES MERCATINO RELÍQUIA
L R W U F K P Z S L X P H M F B H K I L T U U I F
N C D U P W W W I S D P Q U V N M U U A N D R U Q
R E L Í Q U I A H W E C W N B D D J G C F M M I R
D G Z P B Z E N I X L N W G G A N R E R Z R V G C
P S Q R X Z E A R C C D J R O Z L D S M L B A I B
R W O E E I X L O B F R I V U Q V O R T I B R A I
K N H O R M T B Y K N L L N P K A R T E N Z M N A
T E Q O S Í H P Q Q W S I Z R N Y K K M D E L Y X
R L L F P O J C F D R A T X T E T N V R R A L E D
Y A C I G B D C S A N S A J Z Z F P S C N X A N X
K N C P E Y S I R F D F T Q Q J Y A A S W A V L H
C O S B R V H K U O P S J F P A Z T Z T K J E D P
D E M H O S E R V R I O C N G W I K M R O O S B X
I I F O E T Z H R G A A K Z H N T R G U J T G X G
V U V T E M A M W G N Z W M O P Q V D M F P G R T
C F Y N L C G T L G X D O Q V U R N P E D R M O A
M D N K A H R V T O F H X O C D E M W N F T J T M
M U C W R R D R K G C X Z K R Q P I F T E X R G E
W P N E E X Y Z P J O A D W H B J N Z O U E T F A
RUIDOSO SEGUIMI STRUMENTO TATIL TEKRAR TÍPICO ZAFER
17 of 17 words were placed into the puzzle.
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Worksheet Puzzle 2 (as used in session 9)
Puzzling questions? X V E E S I X N M L A I R O Ñ E S Ó A V E G K F E K L I M A A N L A G E B V X D B U I I N O C S C T S J V P O E J D X V C B Y O N C F S O C E L V C S D G A N H G U B W X Y L E V Z X D I X A A K T B H E I A N G P Q C B Q C E N J A E Z M T D E I V A C D R C O I X B Z C R W N A M Y A I N I V Z T V H Ä G A P P S R X D E K V M Z Q T F H B K H U K Z A N T C N S T X G J M H B R N S Y Z O H S R O G F N M Q Y Y R W A Q Y E E B V U L O J V B B D Y U C I J Q J L T O N P R S O R G D K B H Y B Z Z R Y N F Q A K I J Y R Q C W O E C H V B F C I E H V O J F R J F D A P R I M A D V I A B T R W P U R S U J B N S U M R S E N W Q D N R V T B M E V P G V E W W E U I T R V L A C W G A W A W I I V V O R U V S L Y J K Z I T X I R K A T O A V M N I P U Y B A N G C L X I B G Z R I T E A C E C Q G O P U R H O Q D E X W O C H E T P E T L R C S C H E T Y N T M U N M P T Q X I W A Q Z K I E H A U S N G G J V V G W B J Z X G Y Z S U L G Z K S R T M M I F P A Y M L F J M V G I O S Y N U I A W R A K G I C R D L C E W N B B E I U O U F Y O L E I M S E R N J S K V Z A M U C B I F G T K F Y C Q Q F H E A C M D S S X R L K M W U U L U L Z T O J B U L Z T W G V J T R T X A N J U U H C Y Q A H G G F A F L H K R C E M E C P A N G E X L D S B X E O U E L J I P R E G Z D ARTE
GRANO
QUAL
AVIACIÓ
KLIMAANLAGE
RESMI
BIRRA
MERCATINO
RUPESTRE
CAMBIO
MUSEO
SEÑORIAL
CASA
NATALIZIO
TASSO
DEGUSTAZIONE
NÄCHSTE
VINI
DUVAR
PRIMA
VOLTA
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Handout Sample Mission Briefing (as used in session 16)
CITY SAFARI MISSION Checkpoint Charlie Checkpoint Charlie (or "Checkpoint C") was the name given by the Western Allies to the best-known Berlin Wall crossing point between East Berlin and West Berlin during the Cold War (1947–1991). East German leader Walter Ulbricht agitated and maneuvered to get the Soviet Union's permission to construct the Berlin Wall in 1961 to stop emigration and defection westward through the Border system, preventing escape across the city sector border from East Berlin into West Berlin. Checkpoint Charlie became a symbol of the Cold War, representing the separation of East and West. Soviet and American tanks briefly faced each other at the location during the Berlin Crisis of 1961. After the dissolution of the Eastern Bloc and the reunification of Germany, the building at Checkpoint Charlie became a tourist attraction. It is now located in the Allied Museum in the Dahlem. area.
Your task You have to find the location on your own with the help of the app. Once you reached the place, you have to fulfill the mission below, using as muc has possible the app. Please document Our experiences and answers for the others. You can decide if you want to do it by video, audio or phots. Please prepare a 10 Minutes presentation which we will all enjoy tomorrow morning. Please send some of your impressions of the city safari to the LENT WhatsApp group. Happy Safari! 1. Use the app to find a museum nearby. Please ask for the opening time and try to figure out what the museum is about.
2. Find a Place selling theatre tickets. Please check out one play, get the price and location of the theatre and tell us as a bonus who will be the main actor.
3. Time for a restraurant. Please ask for the Alkohol percentage of any drink. Bring back as well the name, the place the drink was made and if the staff would recommend it to drink.
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Action Plan Template (as used in session 20) Topic (Please describe the topic you’re addressing. Think about what is needed to translate the topic in your everyday work.)
Goal (Be sure to write “SMART” goals (specific, measurable, attainable, relevant and time-sensitive.) Action Steps
Target
Timeline
Resources
Knowledge
(What will you do?)
(Who will benefit?)
(By when?)
(list financial, human, organizational resources or materials needed)
(What more do I need to know? Where could I find the information?)
A. Resources available B. Resources needed Step 1:
Duration: Potential Barriers (What are the potential challenges you face? How will you overcome them?)
A. B.
Step 2:
A. B.
Step 3:
A. B.
Step 4:
A. B.
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Resumo Özet Sommario Resumen
Περίληψη Zusammenfa ssung
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resumo Resumo "Se estiver a vender para si, então eu falo a sua língua”, é a célebre frase de Willy Brandt “aber wenn du mir etwas verkauft, dann musst du Deutsch Sprechen".
Na UE, é muito importante vender para visitantes, é imprescindível falar diversas línguas, mas também um grande desafio. Fazer crescer o turismo na UE é um dos principais objetivos, pois é o terceiro maior setor, que emprega 17 milhões de pessoas. O comunicado da Comissão Europeia "A Europa, o primeiro destino turístico do mundo - um novo quadro político para o turismo na Europa" (COM (2010) 352) foi adotada em 2010. Exige uma abordagem coordenada para as iniciativas ligadas ao turismo e definiu um novo quadro de ação para aumentar a competitividade do turismo e a sua capacidade de crescimento sustentável. As oportunidades de negócios perdidas devido à escassez de competências linguísticas são ampliadas pela enorme escala e crescimento do setor de turismo. Isso é particularmente um problema para empresas de certos nichos de turismo. Este projeto é inovador em comparação com a formação em idiomas baseado no turismo, tem como objetivo determinar as principais necessidades chave de idiomas em quatro setores específicos. Esses subsetores darão origem à criação de uma aplicação linguística disponível
para Web e em dispositivos móveis para o uso de aprendizagem de idiomas. Essa abordagem de ser impulsionada pelas necessidades do setor de turismo, identificando tópicos comuns a serem inseridos na aplicação, abrange vários nichos no setor de turismo, e permite que o vocabulário “básico” seja usado por outros subsetores de turismo. Os principais resultados serão: 1. Desenvolver uma aplicação de aprendizagem móvel e baseada na Web com material audiovisual que permitirá a tradução imediata e totalmente flexível entre 14 línguas, tanto para as palavras e frases básicas (do dia a dia) como para a específica do setor (especialista / nicho). 2. O projeto desenvolverá uma parceria entre os especialistas em línguas, os 4 profissionais do setor dos nichos de turismo e o profissional de TIC que permitirá adaptar a ferramenta mais fácil de utilizar e flexível às necessidades de todos os utilizadores. A ferramenta permitirá a tradução e a aprendizagem bidirecionais de palavras e frases-chave. 3. No mínimo, 200 pessoas, avaliarão e validarão a aplicação, sendo os participantes oriundos dos 4 grupos sectoriais de nicho. 4. Os níveis totais de utilização serão monitorizados – espera-se que o tráfego de acesso aberto exceda pelo menos 2000 utilizadores até ao final do projeto e que mais 4 sectores de nicho tenham adotado a sua utilização. 58
O projeto apoiará 14 línguas, escolhidas com base em três critérios: - O programa Erasmus+ indica que a maioria das visitas de turistas não residentes é feita por ordem de número de visitantes: Espanha, Itália, França, Reino Unido, Áustria, Alemanha, Grécia, Croácia, Portugal e Turquia. - Os principais países terceiros de origem dos visitantes turísticos da UE são os EUA, a Rússia, a China, o Japão e o Brasil (44% dos turistas de países terceiros que visitam a UE no total). Eurostat 9/2015. - A Índia e os países de língua árabe, por exemplo, o turismo indiano para a UE cresceu 40% entre 2009 e 2012 e têm uma classe média grande e em rápido crescimento.
4) Turismo sustentável: incluiria o ecoturismo e grande parte do subsector do agroturismo. As 1000 palavras e frases serão desenvolvidas na seguinte base: 400 palavras serão palavras do dia-a-dia ou palavras consideradas fundamentais para falar uma língua. (Será incluído uma quantidade de palavras e frases do quotidiano que um turista provavelmente vai querer utilizar). Serão desenvolvidas 600 palavras e frases especializadas, distribuídas pelos 4 setores de nicho turístico acima mencionadas. A visão do projeto é aumentar o uso de línguas estrangeiras no setor do turismo, dando às pequenas empresas a possibilidade de crescerem e beneficiarem das pessoas que chegam de fora da UE.
Os 4 sectores de nicho que se irá abordar para desenvolver o vocabulário de nicho/especialista são: 1) Turismo cultural: pode incluir história, artes, arquitetura, museus, teatro, património e povos indígenas. A "Grande Volta à Europa" é o exemplo mais reconhecido de turismo cultural. 2) Turismo urbano: por exemplo, visitas guiadas à cidade, férias na cidade, compras, estâncias terapêuticas/spas, conferências/convenções/turismo de negócios, desportos que exigem infraestruturas feitas pelo homem, tais como anfiteatros e estádios. 3) Turismo rural: por exemplo, caminhada, escalada, férias de aventura, canoagem, rafting, esqui, caça, pesca, ciclismo, equitação, BTT, férias agrícolas.
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özet özet “Eğer sana bir şey satacaksam senin dilini konuşmalıyım”. Willy Brandt
Avrupa Birliği’nde çok farklı dilleri konuşan ziyaretçilere satış yapmak önemli olduğu kadar aynı zamanda zor bir iştir. Avrupa Birliği’nde 17 milyon kişiye istihdam sağlayan ve üçüncü büyük sektör olarak gelişme gösteren turizm ana hedefler arasında yer almaktadır. AB Komisyonu iletişimi ‘Dünyanın bir numaralı destinasyonu Avrupa Avrupa’da turizm için yeni bir politik çerçeve’ (COM(2010) 352) 2010 yılında kabul edilmiştir. Bu çerçeve turizme ilişkin girişimler için eş-güdümlü bir yaklaşımı talep ederken turizmin rekabetçiliğini ve sürdürülebilir büyüme için kapasitesini arttırmak için eyleme yönelik yeni bir çerçeveyi tanımlamıştır. Dil becerisi eksikliği kaynaklı kaçırılan iş fırsatları turizm sektörünün büyüklüğü ve gelişimiyle artmıştır. Bu proje standart turizm temelli dil eğitimiyle karşılaştırıldığında yenilikçidir ve dört niş pazarın temel dil ihtiyaçlarını saptanmasını hedeflemektedir. Böylece bu alt sektörler dil öğreniminin erken aşamasında kullanılmak üzere internet ağı ya da mobil tabanlı dil uygulamasının geliştirilmesini destekleyecektir. Uygulamaya yerleştirilecek ortak noktaların belirlenmesiyle turizm sektörünün ihtiyaçları tarafından şekillenen bu yaklaşım sadece turizm endüstrisinin çeşitli niş pazarlarını kapsamasıyla değil diğer turizm alt
sektörleri tarafından kullanılacak temel kelimeleri göz önüne almasıyla benzersiz olmaktadır. Projenin önemli çıktıları şunlar olacaktır: 1. Görsel işitsel materyale sahip mobil ve web tabanlı öğrenme uygulaması hem temel (günlük) hem de sektör özelinde (uzman/niş) kelimeler ve cümleler bütün 14 dil arasında anlık ve değiştirilebilir çeviriye imkân sağlayan eşsiz bir uyum aracılığıyla geliştirilecektir. 2. Proje dil uzmanları, 4 niş turizm sektörü tedarikçileri ve bilişim ve iletişim teknolojileri sağlayıcısı arasında bütün kullanıcıların ihtiyaçlarına uygun olması için isteğe göre düzenlenen en kullanıcı dostu ve esnek araca olanak tanıması için işbirliğini geliştirecektir. 3. En az 200 kişi uygulamayı deneyecek ve onaylayacaktır, öğrenen kişiler 4 hedef niş sektör grubundan seçilecektir. 4. Toplam kullanım düzeyleri izlenecektir. Proje sonuna kadar en az 2000 kullanıcıyı aşacak şekilde açık erişim trafiği ve 4 ek niş sektör kullanıma dâhil olmasını beklemekteyiz. Proje 3 kıstasa göre seçilen 14 dili desteklemektedir. -Ülkede yerleşik olmayanlar tarafından turizm amaçlı ziyaretçi sıralamasına göre en çok ziyaret edilen Erasmus+ Programı ülkeleri: İspanya, İtalya, Fransa, Birleşik Krallık, Avusturya, Almanya, Yunanistan, Hırvatistan, Portekiz, Türkiye. -AB’ye gelen turistler arasında köken itibariyle AB üyesi olmayan başlıca 60
ülkeler: ABD, Rusya, Çin, Japonya ve Brezilya (toplamda AB’yi ziyaret eden AB vatandaşı olmayan turistlerin %44’ü). Eurostat 9/2015. - Turizmim ayriyeten Hindistan ve Arapça konuşan ülkelerden kaynaklı dikkate değer büyümesidir. Örneğin, AB tarafına Hindistan turizmi 2009-12 arasında %40 büyümüştür ve bu ülke geniş hızlı gelişen bir orta sınıfa sahiptir. Kelimelerin belirlenmesi için hedeflediğimiz 4 niş turizm sektörü:
temel kelimeler olacaktır, bunlar bir dili konuşmak için temel yapı taşlarıdır. (Bir turistin muhtemelen kullanmak veya anlamak isteyeceği günlük kelime ve cümlelere büyük oranda projede yer verilecektir). 600 tane yukarıda tanımlanan 4 niş turizm alanına yayılan özel kelime ve cümleler oluşturulacaktır. Projenin vizyonu küçük işletmelere bile büyüme ve AB dışından gelen misafirlerden fayda sağlama fırsatı vererek turizm sektöründe yabancı dil kullanımını arttırmaktır.
1) Kültür turizmi: Tarihi, sanatları, mimariyi, müzeleri, tiyatroyu, mirası ve yerli halkı içerebilir. ‘Grand Tour of Europe’ kültür turizminin en bilinen erken örneğidir. 2) Şehir turizmi: örneğin şehir turu, kısa süreli geziler, alışveriş, sağlık amaçlı dinlence yerleri/kaplıcalar, konferanslar/toplantılar/iş turizmi, arenalar ve stadyumlar gibi altyapılara gereksinim duyan sporlar. 3) Kırsal turizm: örneğin birçok yönüyle yürüyüş, tırmanma, macera tatilleri, kano, rafting, kayak, avcılık, olta balıkçılığı, bisiklet, at binme, dağ bisikleti, çiftlik tatilleri. 4) Sürdürülebilir turizm: Ekoturizm ve tarım turizm alt sektörünün büyük kısmını içermektedir. Kelimelerin tespiti için karar kılınan niş sektörler: -Kültür/Tarih Turizmi -Açık Hava Turizmi -Etkinlik Turizmi -Gastronomi Turizmi 1000 kelime ve cümle şu temelde oluşturulacaktır. 400 kelime günlük ya da 61
sommario sommario “Se ti vendo qualcosa, parlo la tua
lingua, ma se vuoi vendere qualcosa a me, dann müssen Sie Deutsch sprechen (devi parlare la mia lingua) !"
"If I’m selling to you, I speak your language. If I’m buying, dann müssen Sie Deutsch sprechen!" (Willy Brandt)
In Europa, la vendita ai viaggiatori parlanti varie lingue è di vitale importanza, ma anche una vera e propria sfida. Fare crescere il turismo nell'UE è un obiettivo fondamentale, poiché esso, con 17 milioni di occupati, rappresenta il terzo settore in ordine di grandezza. Adottata nel 2010, la Comunicazione della Commissione europea "L'Europa, prima destinazione turistica mondiale - un nuovo quadro politico per il turismo europeo" invita a un approccio coordinato per le iniziative legate al turismo e definisce un nuovo quadro d'azione volto ad aumentare la competitività del turismo e la sua capacità di crescita sostenibile. La perdita di opportunità commerciali dovuta alla mancanza di competenze specifiche linguistiche è amplificata dalle notevoli dimensioni della crescita turistica, rappresentando un problema soprattutto per le aziende operanti nei settori del turismo di nicchia. La prospettiva del progetto è quella di potenziare la conoscenza delle lingue
straniere nel settore del turismo, dando anche alle piccole imprese la possibilità di crescere e di beneficiare della presenza di ospiti provenienti da fuori dell'UE.
Il progetto è innovativo rispetto alla formazione linguistica standard in ambito turistico, e mira a individuare le principali esigenze linguistiche di 4 settori di nicchia. Questi ultimi saranno poi in grado di supportare la realizzazione di un'applicazione linguistica basata su web e mobile finalizzata ad un apprendimento delle lingue in fase iniziale. In questo modo, essendo guidato dalle esigenze del settore turistico, identificando i concetti comuni da inserire nell'applicazione, il progetto non solo è unico nel suo genere, in quanto abbraccia più di una nicchia dell'industria turistica, ma permette anche che il lessico "di base" sia utilizzato da altri comparti del settore turistico.
Siamo partiti dai seguenti settori del turismo: - Turismo culturale: può includere storia, arte, architettura, musei, teatro, patrimonio e folklore. Il "Grand Tour d'Europa" è il primo esempio più riconoscibile di turismo culturale. - Turismo urbano: ad es. visite turistiche della città, city break, shopping, centri benessere/termali, conferenze/convegni/turismo d'affari, 62
sport che richiedono infrastrutture antropiche come arene e stadi. - Turismo rurale: ad esempio, soprattutto i seguenti elementi: escursioni a piedi, arrampicata, vacanze avventura, canoa, rafting, sci, caccia, pesca, ciclismo, equitazione, mountain bike, agriturismo. - Turismo sostenibile: comprende l'ecoturismo e gran parte del comparto agrituristico.
Abbiamo poi individuato 4 settori di nicchia a cui miriamo per sviluppare il vocabolario specialistico. E' così:
Le 1000 parole e frasi verranno sviluppate sulla base di quanto segue: 400 vocaboli saranno parole di uso quotidiano o termini di base, i blocchi essenziali per parlare una lingua. (Includeremo una buona proporzione di parole e frasi di uso quotidiano che un turista vorrà probabilmente usare o capire). Saranno inoltre elaborate 600 espressioni e frasi specialistiche, distribuite nelle 4 aree turistiche di nicchia sopra descritte.
1. 1. Turismo storico 2. 2. Turismo all'aperto 3. 3. Turismo degli eventi 4. 4. Turismo enogastronomico
Il progetto supporterà 14 lingue, scelte in base a tre criteri: - Il programma Erasmus Plus rileva che i paesi più visitati a scopo turistico dai non residenti sono, in ordine di numero di visitatori: Spagna, Italia, Francia, Regno Unito, Austria, Germania, Grecia, Croazia, Portogallo, Turchia. - I principali paesi non UE da cui provengono i turisti in visita nell'UE sono: Stati Uniti, Russia, Cina, Giappone e Brasile (44% dei turisti non UE che visitano l'UE in totale). Eurostat 9/2015. - Si registra anche una crescita significativa del turismo proveniente dall'India e dai paesi di lingua araba: ad esempio, il turismo indiano verso l'UE è cresciuto del 40% tra il 2009 e il 2012 ed è caratterizzato da un rapido sviluppo della fascia media. 63
resumen resumen “Si te vendo algo, debo hablar tu idioma. Si me quieres vender algo, debes hablar mi idioma”, es la célebre frase de Willy Brandt, (“If I am selling to you, I speak your
language. If I am buying, dann müssen Sie Deutsch sprechen”). En la UE es de vital importancia vender a visitantes que hablan diferentes idiomas pero también es un gran desafío. El creciente turismo en la UE es una oportunidad clave, pues es el tercer sector turístico más grande que da empleo a 17 millones de personas. El comunicado de la Comisión Europea «Europa, el primer destino turístico del mundo, un nuevo marco político para el turismo en Europa» (COM (2010) 352) fue adoptada en 2010. Dicho comunicado exige coordinación para las iniciativas turísticas y por ende definió un nuevo marco de acción para aumentar la competitividad del turismo y su capacidad de crecimiento sostenible. Las oportunidades comerciales perdidas debido a la escasez de habilidades lingüísticas se magnifican por la enorme escala y el crecimiento del sector turístico. Esto constituye particularmente un problema para las empresas del sector de ciertos nichos de turismo. El objetivo del proyecto es aumentar el uso del idioma extranjero en el sector turístico, dando incluso a las pequeñas empresas la posibilidad de crecer y beneficiar a los visitantes que llegan de fuera de la UE. Este proyecto es
innovador en comparación con la formación estándar que se imparte en turismo y tiene como objetivo determinar las necesidades clave del lenguaje en 4 sectores específicos. Estos subsectores respaldarán la creación de una aplicación lingüística disponible para web y para móvil destinadas al aprendizaje inicial de idiomas. Las necesidades del sector turístico impulsan este enfoque mediante la identificación de hilos comunes ya que la aplicación cubre múltiples nichos en la industria del turismo, y permite que el vocabulario “básico” sea utilizado por otros subsectores de turismo. Partimos de los siguientes sectores turísticos: - Turismo cultural: puede incluir Historia, arte, arquitectura, museos, teatro, patrimonio y pueblos indígenas. El 'Grand Tour of Europe' es el ejemplo inicial más reconocible del turismo cultural. - Turismo de ciudad: visitas a la ciudad, escapadas a la ciudad, compras, centros de salud / spas, conferencias / convenciones / turismo de negocios, deportes que requieren infraestructuras hechas por el hombre tales como estadios, etc. - Turismo rural: senderismo, escalada, vacaciones de aventura, piragüismo, rafting, esquí, caza, pesca deportiva, ciclismo, equitación, ciclismo de montaña, vacaciones en la granja.
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- Turismo sostenible: esto incluiría el ecoturismo y gran parte del subsector del agroturismo. Hemos identificado 4 sectores específicos para desarrollar el vocabulario especializado: 1. Turismo histórico 2. Turismo rural 3. Turismo de eventos 4.
Turismo
- Los principales países de fuera de la UE que visitan la UE son: EEUU, Rusia, China, Japón y Brasil (representan el 44% de turistas no comunitarios que visitan la UE). Eurostat 9/2015. - Un crecimiento significativo del turismo procedente de India y de países de habla árabe. El turismo indio creció en la UE un 40% entre 2009 y 2012 a causa del incremento de la clase media y del rápido desarrollo del país.
gastronómico
Hay 14 idiomas en el proyecto, elegidos según tres criterios: - Los países más demandados para realizar un programa Erasmus Plus del sector turístico, ordenados por número de visitantes son: España, Italia, Francia, Reino Unido, Austria, Alemania, Grecia, Croacia, Portugal y Turquía.
Hemos dividido las 1000 palabras y frases de la siguiente manera: 400 palabras de lenguaje cotidiano y de elementos básicos para hablar un idioma, incluyendo bastantes palabras y frases que probablemente un turista quiera usar o necesite comprender y 600 palabras y frases especializadas, distribuidas en las 4 áreas del nicho de turismo descritas anteriormente.
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περίληψη περίληψη Αν Πουλάω σε σας, τότε μιλάω τη γλώσσα σας, aber wenn du mir etwas verkauft, dann musst du Deutsch sprechen”. Willy Brandt Στην ΕΕ, η πώληση σε επισκέπτες που μιλάνε πολλές διαφορετικές γλώσσες είναι ζωτικής σημασίας αλλά και δύσκολη. Ο αυξανόμενος τουρισμός στην ΕΕ αποτελεί βασικό στόχο, είναι ο τρίτος μεγαλύτερος τομέας, ο οποίος απασχολεί 17 εκατομμύρια άτομα. Η ανακοίνωση της Ευρωπαϊκής Επιτροπής «Η Ευρώπη, ο πρώτος τουριστικός προορισμός στον κόσμο - ένα νέο πολιτικό πλαίσιο για τον τουρισμό στην Ευρώπη» (COM (2010) 352) εγκρίθηκε το 2010. Απαιτεί μια συντονισμένη προσέγγιση για τις πρωτοβουλίες που συνδέονται με τον τουρισμό και καθόρισε ένα νέο πλαίσιο δράσης για την αύξηση της ανταγωνιστικότητας του τουρισμού και της ικανότητάς του για βιώσιμη ανάπτυξη. Οι χαμένες επιχειρηματικές ευκαιρίες λόγω ελλείψεων γλωσσικών δεξιοτήτων μεγεθύνονται από την τεράστια κλίμακα και την ανάπτυξη του τουριστικού τομέα. Αυτό είναι ιδιαίτερα ένα πρόβλημα για τις εξειδικευμένες τουριστικές επιχειρήσεις. Το πρόγραμμα αυτό είναι καινοτόμο σε σύγκριση με την τυπική κατάρτιση γλωσσών που βασίζεται στον τουρισμό, αποσκοπεί στη αντιμετώπιση των βασικών γλωσσικών αναγκών σε 4 ειδικές/εξειδικευμένες τομείς. Αυτοί οι υποτομείς στη συνέχεια θα στηρίξουν την οικοδόμηση μιας εφαρμογής γλώσσας με
βάση το διαδίκτυο και το κινητό για τη χρήση της εκμάθησης ξένων γλωσσών. Η προσέγγιση αυτή που καθοδηγείται από τις ανάγκες του τουριστικού τομέα με τον προσδιορισμό κοινών θεμάτων που θα ενσωματωθούν στην εφαρμογή δεν είναι μόνο μοναδική, καθώς καλύπτει πολλαπλές θέσεις στην τουριστική βιομηχανία αλλά επιτρέπει την χρήση του βασικού λεξιλογίου από άλλους υποτομείς του τουρισμού . Τα βασικά αποτελέσματα θα είναι: 1 Μια εφαρμογή κινητής και διαδικτυακής μάθησης με οπτικοακουστικό υλικό θα αναπτυχθεί μέσω μιας μοναδικής συνεργασίας που επιτρέπει την άμεση και πλήρως ευέλικτη μετάφραση μεταξύ των 14 γλωσσών τόσο για τις βασικές (καθημερινές) όσο και για τις τομεακές (εξειδικευμένες) λέξεις και φράσεις. 2 Το σχέδιο θα αναπτύξει μια εταιρική σχέση μεταξύ των γλωσσικών εμπειρογνωμόνων, 4 εξειδικευμένων παρόχων του τουριστικού τομέα και του του παρόχου ΤΠΕ, ώστε να καταστεί δυνατή η προσαρμογή του φιλικότερου και ευέλικτου εργαλείου στις ανάγκες όλων των χρηστών. Το εργαλείο θα επιτρέψει την αμφίδρομη μετάφραση και εκμάθηση βασικών λέξεων και φράσεων. 3 200 τουλάχιστον άτομα θα ελέγξουν και επικυρώσουν την εφαρμογή, οι μαθητές θα αντληθούν από τις 4 τομεακές ομάδεςστόχους. 4 Όλα τα επίπεδα χρήσης θα παρακολουθούνται -αναμένουμε ότι η κυκλοφορία ανοιχτής πρόσβασης θα υπερβεί τους 2000 χρήστες τουλάχιστον κατά το τέλος του έργου και 4 επιπλέον 66
τομείς εξειδίκευσης που έχουν υιοθετήσει τη χρήση τους. Το έργο θα υποστηρίζει 14 γλώσσες, οι οποίες θα επιλεγούν με τρία κριτήρια: -Το πρόγραμμα Erasmus plus του οποίου οι περισσότεροι επισκέπτες σχετικά με τον τουρισμό προέρχονται κατά σειρά από: Ισπανία, Ιταλία, Γαλλία, Ηνωμένο Βασίλειο, Αυστρία, Γερμανία, Ελλάδα, Κροατία, Πορτογαλία, Τουρκία. -Οι κύριες χώρες προέλευσης τουριστών εκτός Ε.Ε. για την Ε.Ε. οι ΗΠΑ, η Ρωσία, η Κίνα, η Ιαπωνία και η Βραζιλία (44% των τουριστών εκτός ΕΕ που επισκέπτονται την ΕΕ συνολικά). Eurostat 9/2015. - Σημαντική αύξηση του τουρισμού σημειώνεται επίσης από την Ινδία και τις χώρες που μιλούν αραβικά, π.χ. Ο Ινδικός τουρισμός στην ΕΕ αυξήθηκε κατά 40% μεταξύ του 2009-12 και έχει μια μεγάλη και ταχέως αναπτυσσόμενη μεσαία τάξη. Οι 4 εξειδικευμένοι τομείς που θα στοχεύσουμε για να εξιλίξουμε το εξειδικευμένο λεξιλόγιο είναι: 1) Πολιτιστικός τουρισμός: μπορεί να περιλαμβάνει ιστορία, τέχνη, αρχιτεκτονική, μουσεία, θέατρο, κληρονομιά και αυτόχθονες πληθυσμούς. Το «Grand Tour of Europe» είναι το πιο αναγνωρίσιμο πρότυπο πολιτιστικού τουρισμού. 2) Αστικός τουρισµός: π.χ. περιηγήσεις στην πόλη, αποδράσεις από την πόλη,
ψώνια, ιαματικά θέρετρα / ιαματικά λουτρά,συνέδρια/συνδιασκέψεις/επαγγε λματικός τουρισμός, αθλήματα όπως αρένες και στάδια. απαιτούν υποδομές κατασκευασμένες από τον άνθρω 3) αγροτικός τουρισμός: π.χ. Οι περισσότερες από τις παρακάτω πτυχές: περπάτημα, αναρρίχηση, περιπέτεια, κανό, ράφτινγκ, σκι, κυνήγι, ψάρεμα, ποδηλασία, ιππασία, ορεινή ποδηλασία, αγροτικές διακοπές. 4) Βιώσιμος τουρισμός: αυτό θα περιλαμβάνει τον οικολογικό τουρισμό και μεγάλα τμήματα του υποτομέα του αγροτουρισμού. Οι 1000 λέξεις και φράσεις θα αναπτυχθούν στην ακόλουθη βάση. 400 λέξεις θα είναι καθημερινές ή βασικές λέξεις, οι βασικές δομικές μονάδες για την ομιλία μιας γλώσσας. (Θα συμπεριλάβουμε μια καλή αναλογία καθημερινών λέξεων και φράσεων που ένας τουρίστας πιθανότατα θα ήθελε να χρησιμοποιήσει ή να καταλάβει). Θα αναπτυχθούν 600 εξειδικευμένες λέξεις και φράσεις, που θα διαδοθούν στις τέσσερις τουριστικές περιοχές που περιγράφονται παραπάνω. όραμα του έργου είναι η αύξηση της χρήσης ξένων γλωσσών στον τομέα του τουρισμού, παρέχοντας ακόμη και στις μικρές επιχειρήσεις την ευκαιρία να αναπτυχθούν και να επωφεληθούν από επισκέπτες από χώρες εκτός της ΕΕ.
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Zusammenfassung Zusammenfassung “If I am selling to you, then I speak your language, aber wenn du mir etwas verkauft, dann musst du Deutsch sprechen”. Willy Brandt
In der EU ist der Verkauf an Besucher, die viele verschiedene Sprachen sprechen, lebenswichtig, aber auch eine Herausforderung. Der wachsende Tourismus in der EU ist ein Schlüsselziel, er ist der drittgrößte Sektor und beschäftigt 17 Millionen Menschen. Die Mitteilung der Europäischen Kommission "Europa, Reiseziel Nr. 1 in der Welt - Ein neuer politischer Rahmen für den Tourismus in Europa" (KOM(2010) 352) wurde 2010 angenommen. Sie fordert einen koordinierten Ansatz für Initiativen im Zusammenhang mit dem Tourismus und definiert einen neuen Aktionsrahmen, um die Wettbewerbsfähigkeit des Tourismus und seine Fähigkeit zu nachhaltigem Wachstum zu erhöhen. Verpasste Geschäftsmöglichkeiten aufgrund des Mangels an Sprachkenntnissen werden durch das enorme Ausmaß und Wachstum des Tourismussektors noch verstärkt. Dies ist insbesondere ein Problem für Tourismusunternehmen in Nischensektoren. Dieses Projekt ist innovativ im Vergleich zu einer auf dem Tourismus basierenden Standardsprachausbildung, es zielt darauf ab, die wichtigsten
Sprachbedürfnisse von 4 Nischensektoren abzubilden. Diese Untersektoren werden dann den Aufbau einer webund mobilbasierten Sprachanwendung für den Einsatz des Sprachenlernens im Frühstadium unterstützen. Dieser Ansatz, der sich an den Bedürfnissen des Tourismussektors orientiert, indem Gemeinsamkeiten identifiziert werden, die in die Anwendung einfließen sollen, ist nicht nur insofern einzigartig, als er mehrere Nischen in der Tourismusindustrie abdeckt, sondern ermöglicht auch die Nutzung des "Kernvokabulars" durch andere Tourismusuntersektoren. Die wichtigsten Ergebnisse waren: 1 Durch eine einzigartige Zusammenarbeit wird eine mobile und webbasierte Lernanwendung mit audiovisuellem Material entwickelt, die eine sofortige und völlig flexible Übersetzung zwischen allen 14 Sprachen sowohl für die Kernwörter (Alltagssprache) als auch für sektorspezifische Wörter und Ausdrücke (Fachsprache/Sprache) ermöglicht. 2 Das Projekt wird eine Partnerschaft zwischen den Sprachexperten, 4 Nischenanbietern im Tourismussektor und dem IKT-Anbieter entwickeln, um das benutzerfreundlichste und flexibelste Werkzeug auf die Bedürfnisse aller Benutzer zuzuschneiden. Das Tool wird eine wechselseitige Übersetzung und das Erlernen von Schlüsselwörtern und Phrasen ermöglichen. 68
Mindestens 3 200 Personen werden die App testen und validieren, wobei die Lernenden aus den 4 Nischenzielgruppen des Sektors ausgewählt werden. 4 Die Gesamtnutzung wird überwacht wir gehen davon aus, dass der OpenAccess-Verkehr bis zum Projektende mindestens 2000 Nutzer erreichen wird und dass 4 weitere Nischensektoren die Anwendung übernommen haben werden. Das Projekt wird 14 Sprachen unterstützen, die nach drei Kriterien ausgewählt wurden: - Das Erasmus-Plus-Programm gibt an, dass die am häufigsten von Nichtansässigen aus touristischen Gründen besucht werden, und zwar in der Reihenfolge der Besucherzahlen: Spanien, Italien, Frankreich, Großbritannien, Österreich, Deutschland, Griechenland, Kroatien, Portugal, Türkei. Die wichtigsten Nicht-EUHerkunftsländer für touristische Besucher in der EU sind die USA, Russland, China, Japan und Brasilien (44% der Nicht-EU-Touristen, die die EU insgesamt besuchen). Eurostat 9/2015. Auch aus Indien und den arabischsprachigen Ländern ist ein erhebliches Wachstum des Tourismus zu verzeichnen. Die 4 Nischensektoren, die wir uns zum Ziel gesetzt haben, um ein Nischen/Fachvokabular zu entwickeln, sind 1) Kulturtourismus: kann Geschichte, Kunst, Architektur, Museen, Theater, Kulturerbe und indigene Völker umfassen. Die "Grand Tour of Europe" ist
das erkennbarste frühe Beispiel des Kulturtourismus. 2) Städtetourismus: z.B. Stadtbesichtigungen, Städtereisen, Einkaufen, Kurorte/Kurorte, Konferenzen/Kongresse/Geschäftstouris mus, Sportarten, die künstliche Infrastrukturen wie Arenen und Stadien erfordern. 3) Landtourismus: z.B. die meisten Aspekte der folgenden Aktivitäten: Wandern, Klettern, Abenteuerurlaub, Kanufahren, Rafting, Skifahren, Jagd, Angeln, Radfahren, Reiten, Mountainbiking, Urlaub auf dem Bauernhof. 4) Nachhaltiger Tourismus: Dies würde den Ökotourismus und große Teile des Subsektors Agrotourismus umfassen. Die 1000 Wörter und Sätze werden auf der folgenden Grundlage entwickelt. 400 Wörter werden Alltags- oder Kernwörter sein, die Grundbausteine für das Sprechen einer Sprache. (Wir werden einen guten Anteil an alltäglichen Wörtern und Ausdrücken einbeziehen, die ein Tourist wahrscheinlich verwenden oder verstehen möchte). Es werden 600 Fachwörter und Fachausdrücke entwickelt, die sich auf die vier oben beschriebenen touristischen Nischenbereiche verteilen. Die Vision des Projekts ist es, den Gebrauch von Fremdsprachen im Tourismussektor zu erhöhen und selbst kleinen Unternehmen die Chance zu geben, zu wachsen und von den ankommenden Gästen von außerhalb der EU zu profitieren.
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PARTNERSHIP
The Partnership
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The partner organisations Alos Centro Europeo de Idiomas, S.L. was founded in 1987. The Comparative Research Network was founded in 2007 and worked since then in the field of adult education and research. The CRN Network is specialised in training activities within the fields of intercultural competences, intergenerational learning, mobilities and migration. Additionally, the CRN is specialised in creating and performing evaluation and dissemination processes. CRN lately gained through various projects both as coordinator and participant expertise in game design in education, storytelling and community reporting, where the network is currently carrying out training for several target groups. As a NGO CRN is non-profit oriented and performs crucial part of its work on a voluntary basis. Major target groups of the CRN are beside trainer marginalized groups, such as persons living in remote rural areas, seniors and unemployed. Generally, CRN is seeking to link social science with civil society actions - that is why CRN joined itself various local, national and transnational networks. http://crnonline.de/ crnonline.de/
We specialize in Language teaching and Translations which include: General and specialised language training, Content and methodology development and different language workshops, Language courses abroad, Efficient and accurate legal translation into all major languages, Proofreading, Voiceover, Interpretations, Linguistic consulta ncy. We have worked on major projects for the local administration in Valencia, managing almost 2,000 students per academic year in language training courses in English, French, German, Italian, Chinese and Japanese. Among our clients are major Valencian companies and various local administrations, some of whom have been working with us for over 25 years. At ALOS we pride ourselves in delivering the best possible experience to each and every customer. We carry out needs analyses to accurately determine the objectives to be achieved, thus providing our clients with unique and personalized attention. http://www.alosidiomas.net/wpcontent/uploads/2018/06/alos-lentinfo.pdf
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Europe for Diversity Culture and Coexistence, Is a not for profit institution, with the Head Office based in Chania, Crete, an island of spectacular natural beauty, the second largest city of Crete, one of the most beautiful cities of Greece and the most picturesque in Crete. It is a multidimensional nonprofit institution actively involved in daily affairs to promote the principles and implementation of European values, integration, and preservation of heritage and culture. We are engaged to give step to youth people from migrant background living on the fringe of the society encountered hard times, to support their social integration for social peace and the connection to the international environment.EDCC have strong links to the state and private institutions and works to promote respect for diversity. What characterizes and unites our staff is intercultural background, humanism, support & assistance of disabilities and disadvantaged people. http://www.imnetld.eu/lent-γλώσσες-γιατον-ευρωπαϊκό-τουρισμό
İzmir Katip Çelebi University (IKCU) is a newly established and rapidly growing non-profit public higher education institution, located in İzmir, Turkey. Officially accredited by YÖK - Council of Higher Education in 2010, Izmir Katip Çelebi University is a medium-sized higher education institution. Having a concept of third generation university, the university offers higher education programs in both English and Turkish languages. IKCU aims to be a leading university in terms of knowledge production, usage and sharing in line with scientific and universal values. The mission of the university is to do research with the aim of resolving social problems and contributing to the prosperity of society, to benefit from research results in practice, to create a global university environment, and to educate responsible and autonomous students, who are willing to develop themselves, competent in their academic and professional life. http://turizm.ikc.edu.tr/Haber/9274/unive rsitemiz-stratejik-ortakliginda-birerasmus-ka2-projesi-avrupa-nisturizmine-yonelik-diller-lent
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ESCOLA ALTO
PROFISSIONAL DO LIMA, C.I.P.R.L.
Epralima Vocational Training School is a private and cooperative School, which focuses on Vocational Education and Training, offering Youth and Adult Education Training Courses at II, III, IV and V European levels. The School’s main focus is the Youth Vocational Education and Training and the successful transition between school and labour market. Since 1998, Epralima has been working in European Mobility Programmes, as a sending and hosting organisation. Epralima also promotes Lifelong Vocational Guidance and Recognition, Validation and Certification of Competences at educational and professional levels. www.epralima.com/epralima/index.php/ projetos
RLN (UK) Ltd has two core aims; • to develop and implement business support and learning projects including language and cultural activities. Since
April 2011 this activity has been extended to cover multi-regional activity as well as delivering projects both in the UK and internationally. • to build on our expertise as evaluators in helping funding bodies to systematically find and describe the achievement and impact of projects. We have specialist experience in both European funded projects, sector based business funding and skills and education
projects. Our key target groups are the business community (in particular SMEs), intermediary bodies involved in business support & government bodies, and we also provide support to the mainstream education sector through links with business. https://rlnuk.com/index.php/experience/lent/
“Mine Vaganti NGO" (MVNGO) is a no-profit organisation born in Sardinia in 2009.
“Mine Vaganti” means something dynamic. For our staff of professionals it means being social entrepreneurs and keeping the passion for social purposes, in a modern concept of NGO. MVNGO has 4 offices in Sassari, Uri, Olbia and Tempio Pausania covering all the North of Sardinia with other branches in the rest of Italy. MVNGO promotes Intercultural Dialogue, Social and Green Entrepreneurship, Sport as a tool of Education, Inclusion of Migrants and People with disability
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